Meredith Penner Program & Training Specialist BCIU #22

Legal Reasons Gaskin v. Pennsylvania Least Restrictive Environment Supplemental Aids and Services Chapter 14 regulations FAPE & IDEA Fair doesn’t mean equal Social gains Generalization Access to same opportunities Special Education is a service NOT a place Other Reasons

Child must be educated in the general education setting to the greatest extent possible considering all of the possible supplemental aids and services Inclusion does not mean that the student’s progress must be measured by mastery of general education curriculum, but could be measured by progress made toward IEP goals and objectives The levels of supports and accommodations needed are to provide students the opportunity to participate with their non-disabled peers in a general education setting NOT to be used as a basis for placing them in an alternate (more restrictive) setting Burns,Edward. (2003) A Handbook for Supplementary Aids and Services. Springfield Ill: Charles C. Thomas

General Education General Education with accommodations & modifications General Education with modifications & adaptations General Education with focus on IEP goals NOT grade level curriculum (collaboration with special education teacher) General Education with 1 on 1 supports % of day spent in alternate setting (smallest amount possible) Separate setting for majority of day within public school APS

Diana Browning Wright, Teaching & Learning 2003 Ex. -Preferential seating, visual cues, repeated directions, use of a scribe, breaks if needed, guided notes, slant board, word processing device, voice output system, sign language, enlarged textbooks Accommodations - do NOT fundamentally alter or lower standards or expectations of course/standard/test Ex.- limit number of choices, receptively identify character from field of 2, use lower level text, minimize number of problems, answer concrete questions rather than abstract Modifications & Adaptations- DO alter or lower standards or expectations of course/standard/test

file/view/Article+on+Inclusion+Support+and+UDL.pdf

 Share responsibility  Collaborate & Plan  Notice the strengths & needs  Be positive  Accept responsibility  Monitor progress diligently

Present Education levels (strengths and needs) Specially Designed Instruction Supplemental Aids and Services Testing Accommodations (state and local) Goals and Objectives Related Services Behavior plans/protocols Medical Information Maintain Confidentiality

Activity/ lesson Goal/ Objective of target student Accommodations & Modifications Prompting level Assessment Tool

INCLUSION / TEAM MEETING NOTES Student: ___________________________ Grade: ________________________ Date/Time of Meeting: _____________________________________________ Attendance: name/role Accomplishments / Positive Comments Areas of Concern: Plan / Strategies to Address Concerns: Materials Needed / Training to be Scheduled: Important Dates / Upcoming Events (training, meetings): Goals / Concerns to be addressed at next meeting: Next Inclusion Meeting (location/time):

Model it yourself Use person first language Give age appropriate examples of ways we are all the same and different If necessary to talk about a specific student, do so ONLY with parent permission Allow students to talk about their own challenges (with parent permission) Use nationally recognized months to springboard activities (March- Disability awareness, April- Autism Awareness,

disab.pdf

Co planning time?Specific trainings?Resources?

Good Luck!